The University of Central Florida
Department of Educational Research, Technology and Leadership
Educational Leadership, Higher Education and Policy Studies
EDH 6065, History and Philosophy of American Higher Education
Dates and Times TBA
Faculty
Dr. Rosa Cintrón
Associate Professor
Education Complex, 206K
407-823-1248 or 542-6012
rcintron@mail.ucf.edu
Office Hours
Dates and Times TBA
Course Description
“Higher education [in USA] is a multifaceted phenomenon in modern society, combining a
diversity of institutions and students, a range of purposes and functions, and a variety of
goals and values…as the century was turning, a time of considerable transition in which we
have witnessed a proliferation of alternative higher education providers, rapid advances in
technology and in distance education, successful challenges to decades-old tenure and
affirmative action policies, considerable growth in student and faculty interest in
community and public service, and an increasing corporate climate for both private and
public institutions. Throughout these changes, however, the core functions of higher
education—the creation and sharing of knowledge—continue to propel a massive enterprise
that has so positive an impact on the economic and social growth of the United States. Our
system of higher education is the envy of nations worldwide” (Altbach, et al., 2002, p. xiii).
The primary objective of this course is to provide a framework for understanding the
considerable richness of topics which have shaped, and are shaping, the development of
American colleges and universities. In other words, it is an essential inventory of the
historical, philosophical and contemporary forces through which to look and place higher
education within the larger context of our society. The major framework for our class
discussions will be the challenges pose to the American university as it faces the social,
political and economic forces within the ideal of democratization.
Required Texts
Altbach, P. Berdahl, R. & Gumport, P. (2005). American higher education in the Twenty-first
Century. Baltimore: The Johns Hopkins Press.
Brubacher, J. S. & Rudy, W. (1999). Higher Education in transition. New Brunswick:
Transaction Publishers
Rosovsky, H. (1990). The university. NY: WW Norton & Company
Rodrίguez, S. (2001). Giants among us. Nashville: Vanderbilt University Press
Keller, M. & Keller,P. (2001). Making Harvard modern. NY: Oxford University Press
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Objectives
 To develop a general knowledge of the historical origins, trends, enduring enigmas,
and contemporary status of American higher education
 To become familiar with the scholarly literature, basic research underpinnings of
historical research, and the gaps in the study of this field
 To examine the continuity and change of contemporary issues and to recognize the
historical roots of enduring enigmas and future dilemmas
 To develop perspective on the future of higher education with particular
appreciation to the trends that may force change
Course Requirements
Completion of assigned readings, participation in class discussion and activities
(impromptu debates and oral presentations). This is a graduate level course! That is,
graduate education is about preparation of scholars and researchers—individuals who will
push the boundaries of current knowledge and make up the academic leaders of the future
(Altbach et al., 2002, p. 286). Thus, you are responsible for completing all required readings
even when these are not discussed in class. In addition, note that your participation in class
is crucial and expected. Crucial and expected participation entails an engagement in class
which demonstrates familiarity with the reading, and your professional, intellectual and
personal position regarding ideas discussed. In order to ensure your active involvement, you
are to prepare a written list of 2 objective questions per assigned reading. This list will
include (1) the answer and (2) the page number where the answer appears. A ‘Reply to All’
will be developed where you will be able to email your questions to the whole class.
Evaluation Criteria: The following are examples of factors I will consider in the
assessment of these tasks: interesting, insightful, debatable and mature comments;
comments based on assigned readings and that show integration of the material
(refrain from #?^!); building on the comments of others; raising good questions;
being sensitive to your level of participation and making attempts to increase or
decrease it, etc. NOTE: No incompletes will be given in this class except for major
emergencies. Incompletes will not be granted because you needed more time,
competing responsibilities, computer problems, etc. [Points=25]
Preliminary Literature Review. I will assign you a topic for investigation.
Evaluation Criteria: These are some of the factors to be considered in the
assessment of your paper: learning curve of APA; quality of bibliography; discussion
of your paper with Reference Librarian; telephone conversation or emailing with a
scholar in the area of investigation; timely visits to the Writing Center or editor;
quality and strength of your research question; your dedication and perseverance to
learn, on your own, how to produce a graduate-level paper; application of selfdirected learning theory to your own academic performance; presentation of the
most critical historical and philosophical issues dealing with your topic and your
critique on how these issues will play out in the future. How long should your paper
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be? Well….as long as necessary; but understand that quantity does not mean quality!
[Points=25]
Objective Tests. There will be midterm and a final test based on the questions you
provided. I suggest that you meet as a group under the leadership of your Group Leader to
prepare for these tests. [Points=Each 25]
Translation of Points
100-90=A
89-80=B
79-70=C
69-60=D
59 and less=F
References
Altbach, Gumport, Levine, Rendón & Smith (2002). Higher education in the USA. CA: ABCCLIO – citation is not APA! Are you able to identify the elements that are missing?
BEWARE
You should review the Golden Rule 2006-2007/Rules of Conduct, for your rights and
responsibilities regarding academic honesty and integrity.
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Course Schedule
Session 1
Introduction
Session 2
Roots to the 20th century
Brubacher & Rudy, 3-23; 39-56
Assign Literature Review topics
Session 3
Cont’ Roots to the 20th century
Brubacher & Rudy, 84-99
Altbach 38-66
Session 4
Development of Graduate Education
Brubacher & Rudy, 174-197
Rosovsky, Students
Altbach, Chapter 15
Selection of Group Leaders
Session 5
The State University
The Land-Grant Colleges
The Philosophy of Higher Education
Brubacher & Rudy, 62-64; 143-173; 287-307
Session 6
DEMOCRATIZATION of American Higher Education
Church-related colleges; proprietary sector and military education
Brubacher & Rudy, 69-74
Keller, Chapter 1
Draft #1 Lit Review (Bibliography)
Session 7
DEMOCRATIZATION
Rodriguez ALL chapters
Keller Chapters 3
Session 8
DEMOCRATIZATION
Women colleges, HBCU, Hispanic colleges and Tribal colleges
Brubacher & Rudy, 74-82
Keller Chapter 12
Draft #2 Lit Review (Outline)
Session 9
Midterm
Session 10
DEMOCRATIZATION
The Curriculum
Brubacher & Rudy, 100-119
Altbach Chapter 16
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Session 11
DEMOCRATIZATION
Cont’ Curriculum
The Community College
Altbach, Chapter 11
Keller 15 & 19
Draft #3 Lit Review (‘real’ content)
Session 12
Faculty
Rosovsky, Professors
Keller Chapters 4, 10, & 17
Session 13
Faculty
Altbach, Chapters 9 & 10
Brubacher & Rudy, 308-329
Oral Presentations of Lit Review
Session 14
Oral Presentations of Lit Review
Literature Review due
Session 15
The 21st century
Altbach Chapter 5
Keller Epilogue
Brubacher & Rudy, 423-441
Session 16
Final Examination
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